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Ladson-Billings (1995)

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Okonofua & Eberhardt (2015)

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Abacioglu, Volman & Fischer (2020)

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Severiens, Wolff & van Herpen (2014)

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5 relevent areas of exptertise needed by teachers:

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5 relevent areas of exptertise needed by teachers:

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Difficulties in understanding through limited vocabulary and frames in the classrom (culture, discursive & educational frame)

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4 principles:
- ideas about diversity determines teaching
- requires different methods and different perspectives
- variate and differentiate in instruction
- create a bridge between new and existing knowledge

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relevant processes:
- stereotyping
- teacher expectations
- ethnic/cultural identity issues

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Parents participate more when you personally address them.

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It is important to strenghten the relationship between school and neighbourhood:
1. Involve community organisations
2. more substantial involvement of the neighbourhood.

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- Teachers felt more troubled after the second infraction committed by a Black student than afther the second infraction of White students.
- After the second infraction, teachers thought the Black student's misbehavior should be met with more severe discipline.
- The more likely teachers were to think the students was Black, the more likely they were to label the student a troublemaker.
- Teachers where more likely to think that Black student' misbehavoir was a indicative of a pattern.

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Differential treatment by teachers may inspire repeated misbehavior by black students. 

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Differential treatment by teachers may inspire repeated misbehavior by black students. 

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1. Students must experience academic success.
2. Students must develop and/or maintain cultural competence.
3. Students must develop a critical consciousness through which they challenge the status quo of the current social order.

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A process that invites learners to engage the world and others critically.

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Culturally relevant pedagogy rests on three criteria or propositions:
- (a) students must experience academic success;
- (b) students must develop and/or maintain cultural competence; and
- (c) students must develop a critical consciousness through which they challenge the status quo of the current social order.

Academic success: "Thus, culturally relevant teaching requires that teachers attend to students’ academic needs, not merely make them ‘feel good’." "The trick of culturally relevant teaching is to get students to ‘choose’ academic excellence."

Cultural competence: "Culturally relevant teaching requires that students maintain some cultural integrity as well as academic excellence." "Culturally relevant teachers utilise students’ culture as a vehicle for learning."

Critical consciousness: "Beyond those individual characteristics of academic achievement and cultural competence, students must develop a broader sociopolitical consciousness that allows them to critique the cultural norms, values, mores, and institutions that produce and maintain social inequities." "In the classrooms of culturally relevant teachers, students are expected to ‘engage the world an others critically’."